TX 


Industrial  and  Homemaking 
Subjects  for  Girls 


TREVA  E.  KAUFFMAN 

— and— 
OAKLEY  FURNEY 


THE  ORGANIZATION  AND  TEACHING  OF 

INDUSTRIAL  AND  HOMEMAKING  SUBJECTS 

IN  iPART-TIME  OR  CONTINUATION  SCHOOLS 


TREVA 

Specialist  in  Home  Economics  Education 
New  York  State  Education  Department 

AND 

OAKLEY  FURNEY 

Specialist  in  Part-Time  Education 
New  York  State  Education  Department 


Published  By 

C.  F.  Williams  &  Son,  Inc. 
Albany,  N.  Y. 


CREDIT. 

In  presenting  this  monograph  the  authors  wish  to 
give  due  credit  for  valuable  suggestion^,  material  and 
criticisms  to — 


Miss  ADELAIDE  BAYLOR 

Federal  Board  for  Vocational  Education 
Washington,  D.  C. 

C.  L.  KULP 

Director  of  Industrial  Arts 
Ithaca,  N.  Y. 


Copyright,  1922 
FRED  A.  WILLIAMS 


'>:•-«.  s  v  *      J^  3 

THE    ORGANIZATION    AND    TEACP1IN&  iOE/^^GSTRIAL    AND 
HOMEMAKING  SUBJECTS  FOR  GIRLS  IN  PART- 
TIME  OR  CONTINUATION  SCHOOLS 

The  Problem 

There  is  a  social,  economic  and  educational  justification  for  part-time 
or  continuation  schools  of  compulsory  character  operated  for  the  benefit 
of  employed  youths.  It  remains  the  problem  however  for  those  engaged 
in  the  work  of  organizing  and  of  teaching  in  such  schools  to  so  plan  instruc- 
tion and  instructional  material  that  the  purposes  of  this  new  educational 
institution  may  be  realized. 

The  courses  which  by  common  consent  seem  to  be  essential  to  the  satis- 
factory accomplishment  of  the  aims  and  objectives  of  the  program  are  as 
follows : 

1  industrial  courses  for  boys 

2  commercial  courses  for  boys  and  girls 

3  industrial  courses  for  girls 

4  homemaking  courses  for  girls 

5  agricultural  courses 

6  general  continuation  courses 

This  monograph  is  concerned  primarily  with  the  organization  and  teach- 
ing of  industrial  and  homemaking  courses  for  girls. 

Occupational  Courses  for  Girls 

The  greatest  contribution  which  the  part-time  school  can  make  to  the 
needs  of  employed  girls  is  in  terms  of  occupational  training.  It  is  obvious 
that  such  training  should  be  closely  related  to  the  occupations  in  which 
girls  and  women  are  engaged.  Consequently  in  the  planning  of  courses 
due  consideration  must  be  given  to  (1)  the  immediate  needs  of  employed 
girls  from  the  standpoint  of  work  and  wage  earning  and  (2)  the  future  needs 
of  such  girls.  That  is,  the  instruction  must  be  adjusted  to  help  them  in 
their  present  occupations  and  to  guide  them  towards  and  prepare  them  for 
possible  future  occupations  of  desirable  character. 

It  is  not  difficult  to  determine  the  occupations  in  which  girls  and  women 
are  engaged.  The  United  States  Census  report  for  1920  shows  the  follow- 
ing to  be  the  principal  occupations  in  which  they  are  engaged  in  the  State 
of  New  York.  The  same  sort  of  facts  can  be  ascertained  for  any  community 
by  the  making  of  a  simple  survey  of  the  place,  and  for  many  communities 
may  be  obtained  directly  from  the  census  report. 


52.2*93 


4 

Principal-  OecUpafesoRS  ctf'  Eerficdes  '10  Years  of  Age  and  Over  Gainfully 
Employed  in  the  State  of  New  York  in  1920  (and  1910) 

1920  1910 

All  occupations 1,135,246  983,686 

Actors  and  show  men 5,635  4,432 

Agents  and  collectors 2,242  983 

Artists,  sculptors  and  teachers  of  art .V  3,483  2,827 

Barbers,  hairdressers  and  manicurists 5,080  5,049 

Bookeepers,  cashiers  and  accountants 60,424  33,603 

Clerks,  except  clerks  in  stores 95,208  27,191 

Clerks  in  stores 21,050  16,757 

Compositors,  linotypers  and  typesetters 1,305  1,426 

Designers,  draftsmen  and  inventors 3,161  1,326 

Dressmakers,  seamstresses  (not  in  factories)...  .  37,849  68,082 

Farmers — general  farms It-  4,693  6,187 

Farm  laborers  (home  or  working  out) 1,720  4,444 

Foreman  and  overseers,  manufacturers 7,060  5,095 

Housekeepers  and  stewards 23,799  20,648 

Janitors  and  sextons 10,460  19,988 

Laborers,  porters  and  helpers  in  stores .  1,198  859 

Launderers  and  laundresses  (not  in  laundries) .  .  20,574  32,465 

Managers  and  superintendents,  manufacturing. .  1,151  359 

Manufacturers  and  officials 1,698  1,125 

Messengers,  bundle  and  office  girls 1,993  3,128 

Midwives  and  nurses  (not  trained) 20,811  19,539 

Musicians  and  teachers  of  music 9,547  10,814 

Restaurant  keepers 1,606  1,066 

Retail  dealers 11,689  11,726 

Saleswomen 44,273  41,287 

Semiskilled  operatives,  cigar  and  tobacco 

factories 9,036  11,786 

Semiskilled  operatives,  knitting  mills 14,828  not  available 

Semiskilled  operatives,  printing  and  publishing.  8,991  8,722 
Semiskilled  operatives,  shirt,  collar  and  cuff 

factories 17,919  not  available 

Semiskilled  operatives,  shoe  factories 8,734  5,460 

Semiskilled  operatives,  suit,  cloak,  coats  and 

overall  factories 18,089  not  available 

Servants  and  waiters 151,456  198,970 

Stenographers  and  typists 103,721  49,281 

Tailors  and  tailoresses 7,611  11,254 

Teachers,  school 63,637  50,793 

Telephone  operators 29,004  12,154 

Trained  nurses 21,915  12,877 

It  is  fair  to  assume  that  90  percent  of  all  women  marry  and  so  become 
homemakers,  or  in  some  sense  responsible  in  part  for  the  conduct  of  a  home. 

In  view  of  the  above  facts  any  program  planned  for  a  community  which 

had  an  occupational  distribution  similar  to  that  revealed  by  the  above 

grouping  of  the  employed  women  in  the  State  of  New  York  which  did  not 
provide  courses  related  to  the  indicated  occupations  would  hardly  be 
effective. 


Some  of  the  industrial  and  homemaking  courses  which  should  be  provided 
to  meet  the  needs  of  women  in  the  State  of  New  York  are  as  follows : 

1  Homemaking 

2  Hair  dressing  and  manicuring 

3  Composition  and  typesetting 

4  Designing 

5  Foreman  training 

6  Dressmaking 

7  Housekeeping  and  management 

8  Janitorial  work 

9  Laundrying — home 

10  Textile  work — knitting  mills 

11  Printing  and  publishing 

12  Shoe  making 

13  Suit,  cloak,  coat  and  overall  making 

14  Serving  and  waiting 

15  Tailoring 

Also  in  view  of  the  traditional  types  of  work  in  which  women  are  engaged 
and  the  large  number  of  girls  and  women  employed  in  certain  occupations 
not  appearing  in  the  census  enumeration  given  above,  it  would  seem  proper 
to  suggest  as  well  the  inclusion  of  the  three  following  courses : 

1  Millinery 

2  Course  for  housemaids  or  household  assistants 

3  Course  for  nurse  girls 

While  the  occupational  distribution  of  women  will  vary  in  various  com- 
munities conclusions  similar  to  the  above  can  be  drawn  from  a  consideration 
of  the  occupation  statistics  relative  to  women  for  that  community. 

Objectives  of  Courses 

The  objectives  of  courses  in  industrial  and  homemaking  subjects  are 
well  recognized  and  denned.  They  are  as  follows: 

1  Homemaking 

a  To  meet  the  individual  needs  of  girls  in  terms  of  personal 
improvement,  to  the  end  that  they  may  be  better  and  more 
efficient  workers.  (Courses  having  this  particular  objective 
would  probably  be  planned  for  the  younger  girls  or  for  girls 
taking  homemaking  at  the  same  time  that  they  are  taking 
industrial  or  commercial  courses). 

b  To  meet  the  needs  of  girls  as  members  of  the  family  group. 
(Courses  having  this  particular  objective  would  serve  girls 
who  are  at  home  and  without  outside  remunerative  employ- 
ment but  acting  as  assistants  in  the  home  work,  or  girls 
who  are  working  in  homes  other  than  their  own). 

c  To  meet  the  needs  of^the  girls  as  future  homemakers.  (Courses 
having  this  objective  would  probably  be  of  more  interest 
to  the  older  girls  or  those  anticipating  marriage). 

2  Industrial  Courses 

a     To  provide  satisfactory  vocational  guidance  instruction  in 

terms  of  information   relative   to   and   of   participation   in 

occupational  work, 
b     To  prepare  the  girl  for  advantageous  entrance  into  the  field 

of  wage  earning  by  providing  for  her  suitable  training  in 

some  selected  occupation. 


c     To  equip  the  girl  for  progress  and  advancement  in  the  type 

of  work  in  which  she  is  engaged. 

It  is  probable  that  nearly  every  course  set  up  for  girls  should  include 
some  work  in  homemaking.  Certainly  every  occupational  course  set  up 
for  girls  should  be  supplemented  by  proper  homemaking  instruction  which 
should  have  for  its  aim  some  one  of  the  objectives  which  have  been  determined 
for  such  work.  For  example,  girls  taking  a  commercial  course  might  devote 
three  fourths  of  their  time  of  attendance  to  practical  commercial  work  and 
one  fourth  to  homemaking.  The  same  sort  of  program  might  be  set  up  for 
girls  taking  industrial  work.  In  view  of  the  fact  that  all  training  for  girls 
and  women  should  include  within  its  purview  two  major  objectives  (1) 
homemaking  training  and  (2)  occupational  training,  it  is  probable  that  all 
industrial,  commercial  and  general  continuation  courses  for  girls  should  be 
supplemented  by  instruction  in  homemaking. 


Preliminary  Steps 

Before  occupational  courses  of  any  kind  can  be  taught  an  analysis  or 
inventory  of  the  occupation  must  be  made,  a  course  of  study  formulated  on 
the  basis  of  the  analysis,  and  unit  lessons  planned  for  the  purpose  of  putting 
over  the  course  of  study,  which  lessons  should  also  be  organized  in  the  form 
of  unit  instruction  sheets  that  can  be  used  to  supplement  and  make  more 
effective  the  teaching  done  by  the  instructor. 

Teachers  of  vocational  home  economics  have  already  formulated  analyses 
of  the  work  and  functions  of  the  homemaker.  These  analyses  include  the 
following  separate  and  distinct  lines  of  vocational,  social  and  economic 
activities : 

1  The  care  of  the  health  of  the  family 

2  The  selection,  preparation  and  serving  of  food 

3  The  care  of  the  house  and  its  equipment 

4  The  selection  and  care  of  clothing  and  to  some  extent  its  construction 

5  The  care  and  rearing  of  children 

6  .  Social  and  economic  adjustment  of  the  home 

Any  plan  for  homemaking  education  in  the  part-time  school  must  include 
the  fundamentals  of  these  six  lines. 

The  process  of  analyzing  industrial  occupations  and  organizing  the 
courses  of  study  will  be  considered  later. 


Courses  of  Study  in  Homemaking 

The  courses  of  study  presented  in  this  section  are  based  upon  proper 
analyses  and  have  been  formulated  in  view  of  the  objectives  set  up  for  work 
in  homemaking  for  girls  in  part-time  schools.  The  first  course  presented 
has  as  its  objective  the  personal  inprovement  of  girls  that  they  may  be  better, 
and  more  efficient  workers.  This  course  includes  the  subject  matter  and 
practice  which  will  help  girls  to  be  well  and  healthy,  to  look  well,  to  act 
well,  to  spend  their  money  and  time  intelligently  and  to  save  a  little  money 
regularly.  It  will  not  be  "cooking"  and  "sewing"  but  will  be  a  well  rounded 
course  giving  the  girl  the  essential  elements  of  homemaking  which  affect  her 
everyday  life  as  a  worker,  a  member  of  a  family  and  of  the  community. 


It  is  so  planned  that  it  will  be  valuable  to  all  girls  whether  they  marry  or  not, 
because  there  is  a  certain  body  of  knowledge  which  all  women  need  and  use 
in  their  lives  whether  they  marry  or  not.  The  girl  who  has  this  course 
should  be  a  more  satisfactory  employee,  a  more  useful  citizen  of  the  com- 
munity and  a  better  member  of  her  family. 

The  course  which  is  here  outlined  is  not  to  be  regarded  as  a  fixed  and 
rigid  one.  No  one  course  would  be  practical  for  all  groups  of  girls.  The 
needs  of  the  girls  themselves  and  the  needs  of  the  community  will  deter- 
mine what  should  be  added  to  this  outline,  what  will  be  most  stressed  and 
what  will  receive  least  attention. 

While  some  of  the  subject  matter  has  been  separated  from  practice  it  is 
to  be  noted  that  some  of  it  is  directly  related  to  practice.  This  is  due  to  the 
fact  that  it  is  almost  impossible  to  plan  class  room  practice  for  such  subjects 
as  home  life,  courtesy,  the  teeth,  the  skin  and  selection  of  garments.  It 
is  therefore  suggested  that  each  teacher  divide  her  homemaking  period  into 
two  parts,  one  in  which  there  will  be  group  teaching  of  subject  matter,  and 
the  other  in  which  there  will  be  actual  practice.  Undoubtedly  all  the  girls 
will  not  be  working  on  the  same  things  at  the  same  time  in  most  lessons. 
It  is  well  to  set  some  time  limit  to  the  discussion  period  which  under  ordinary 
conditions  should  not  exceed  twenty  minutes  and  which  in  many  cases  can 
be  done  in  much  less  time,  if  the  discussion  is  well  planned. 

In  order  to  teach  such  subjects  as  the  selection  of  garments  it  will  be 
necessary  to  have  a  number  of  actual  garments  for  the  girls  to  use.  It  is 
recommended  that  in  these  cases  the  teacher  make  connections  with  local 
stores  which  will  gladly  loan  for  a  short  time  things  which  the  school  is  not 
able  to  provide. 

The  girls  should  bring  their  own  garments  to  school  to  work  upon  and  the 
successful  teacher  will  be  able  to  bring  this  about.  However,  it  will  be 
necessary  for  each  teacher  to  have  a  supply  on  hand  to  provide  for  the  girl 
who  does  not  do  so.  In  most  communities  such  material  may  be  secured 
through  various  institutions,  as  hospitals  and  orphanages.  Such  institu- 
tions are  glad  of  the  help  they  will  receive  through  the  schools  and  the 
school  is  thus  provided  with  suitable  problems  for  the  girls  without  cost 
for  materials. 

In  planning  the  practice  in  this  course  teachers  should  keep  in  mind  the 
girl's  limited  time  and  set  up  standards  of  work  which  are  commensurate 
with  the  time  she  may  legitimately  spend.  A  reasonable  standard,  which 
the  girl  will  be  able  to  practice  in  her  daily  life,  is  more  to  be  desired  than 
perfection  in  detail. 


Courses  of  Study 


Information 

I  Personal  appearance 

1  Importance  of  appearance 

2  Study  of  the  points  which  con- 
tribute to  good  appearance 

II  The  Skin 

1  Care 

2  Prevention  and  care  of  erup- 
tions 

3  Care    of   chapped,    roughened 
skin 

4  Care  in  excessive  perspiration 


III     The  Hair 

1  Daily  care 

2  Styles  of  hair  dressing;  princi- 
ples   underlying    selection    of 
becoming  styles  of  hair  dres- 
sing 

3  Occupational    care — shampoo- 
ing; prevention  and  care  of  ped- 
iculosis 


Practice 
(Essential) 

1  Care  and  repair  of  clothing 
a  Knitted  underwear 

1  Mending 

2  Laundering 

b  Muslin  underwear 

c  Stockings 

d  Woolen  skirts  and  dresses 

1  Brushing 

2  Stain  removal 

3  Mending 

4  Cleaning  of  lining;  shields 

5  Sponging 

6  Pressing 
e  Waists 

1.  Mending 
2  Laundering 
/  Gloves 

2  Planning  of  girl's  clothing  for 

one  season 

3  Shampooing  hair 

4  Manicuring  nails 

5  Buying  garments  for  self 

6  Preparation  and  serving  of  sim- 

ple meals  such  as  the  girl  may 
prepare  at  home 

7  Planning  of  family  meals 


IV  The  Nails 

1  Daily  care 

2  Manicuring 

V  The  Teeth 

VI  Clothing 

1  Study  of  appropriate  clothing 

2  Study  of  small  points  in  adjust- 
ment of  clothing  which  tend  to 
improve  personal  appearance 

3  Cleanliness  and  neatness 

4  Study    of    ordinary    forms    of 
ornamentation  as  jewelry,  ear- 
rings, rouge  and  perfumes 

VII  Conservation  of  Clothing 

1  Money   value   of   her   present 
clothing 

2  Study  of  ways  in  which  length 
of  service  of  clothing  may  be 
increased;  proper  care;  use  of 
protectors 

3  Possibilities  of  remodeling  and 
renovating 

VIII  Selection  of  clothing 

1  Simple  laws  of  design  applying 
to  selection  of  clothing 

2  Amount  of  clothing  actually  re- 
quired 

3  Clothing  cost  and  budget 

4  Making  vs  buying  garments 

5  Important  factors  in  selecting 
ready  to  wear  clothing  :-shoes, 
stockings,  knitted  and  muslin 
underwear,     corsets,     dresses, 
waists,  outer  garments  and  hats 


8  Planning  and  packing  a  lunch 

box 

9  Planning   and    preparation    for 

party 

10  Planning  of  bedroom  equipment 

11  Care  of  bedroom 

12  Care  of  toilet  articles 


(Other  Suggested  Material) 

A  Preparation  of  simple  diets,  such 
as  convalescent 

B  Refreshing  an  old  hat 

C  Remodeling  a  waist  or  dress 

D  Making  of  smock  or  waist 

E  Making  of  simple  dress 

F  Refinishing  bedroom  furniture 

G  Renovating   corset 

H  Putting  winter  clothing  or  bed- 
ding away  for  summer 

/  Laundering  of  bedding,  towels 
and  bedroom  furnishings 

/  Making  of  bedding,  towels,  wash 
cloths,  curtains  and  similar 
articles  for  bedroom 

K  Bandaging  sprains 

L  Care  of  cuts,  bruises,  burns  and 
sprains 

M  Preparation  of  gift  for  mother 


6  Important  factors  in  selecting 
ordinary  materials 


TV  Buying  of  any  new  equipment 
for  school 


10 


IX  Food 

1  Simple  study  of  kinds  of  food 

2  Study  of  types  of  meals 

3  Rules  for  selection  of  food  from 
menu 

4  Standards    of    cleanliness     in 
handling  food 

X  Home  life 

1  What  is  home? 

2  Individual    responsibility   and 
co-operation  in  family 

3  Responsibility  of  girl   toward 
parents,  brothers  and  sisters 

4  Opportunities  to  increase  hap- 
piness of  family 

5  Hospitality  -  -  friends  in  the 
home 

XI  Her  room 

1  Study  of  air 

2  Study  of  order,  care  and  equip- 
ment 

3  Time  required  daily 

4  Study  of  ways  of  making  it 
more  attractive  and  the  simple 
laws    of    design    applying    to 
home  furnishing 

XII  Her  time 

1  Study  of  her  time  expenditures 
for    24    hours.     What    is    she 
saving? 

2  Recreation  and  social  life 

3  Time  necessary  at  night  to  pre- 
pare for  work  of  next  day 

4  What  can  be  done  before  going 
to  work 


Note:  Items  1  to  12  are  essential. 
Items  A  to  N  are  suggestive  of 
material  which  might  be  given 
dependent  upon  the  needs  of  the 
group. 


11 

XIII  Her  money 

1  Study  of  her  expenses.    What 
is  she  saving? 

2  Simple  rules  of  budget  mak- 
ing for  the  individual 

3  Family  budget 

XIV  Care  of  health 

1  Simple  laws  for  keeping  well 

2  Simple  precautions  against  dis- 
ease at  home  and  at  work 

3  Simple  remedies  for  headache 
and  constipation 

4  Simple  rules  for  care  of  sick 

5  Emergencies 

XV  Courtesy 

1  Special  customs  governing  or- 
dinary affairs  of  life 

2  Courtesy  at  home,  at  work,  in 
public  and  to  friends 

The  second  course  presented  has  for  its  purpose  the  instruction  of  the 
girl  as  to  her  duties  as  a  member  of  the  family  group  that  she  may  become 
a  more  worthy  and  helpful  member. 

The  approach  in  teaching  such  a  course  with  such  an  aim  can  be  succes- 
sfully determined  only  by  a  tactful  and  sympathetic  teacher.  The  con- 
ditions under  which  these  girls  work  and  the  homes  in  which  they  live  must 
be  discovered  by  the  teacher.  To  study  the  girl  with  a  real  interest  in  her 
needs  must  be  the  constant  thought  of  the  teacher.  Only  through  follow- 
up  visiting  to  the  place  of  employment  and  home  may  the  purpose  of  the 
course  be  realized.  A  survey  or  general  study  made  by  the  teacher  of  the 
places  of  employment  of  these  girls,  of  their  homes,  of  the  community  and 
of  the  recreational  facilities  will  aid  in  this  work. 

This  course  has  been  worked  out  in  units.  Each  unit  should  be  broken 
up  into  lessons  and  the  teaching  of  the  instructor  may  be  supplemented 
by  the  use  of  unit  instruction  sheets.  The  subject  matter  has  been  set 
up  on  the  project  basis  as  this  method  of  teaching  offers  tfie  largest  pos- 
sibilities in  the  way  of  development  of  interest,  of  meeting  genuine  needs 
and  of  presenting  problems  to  be  solved.  Whenever  this  method  is  used 
it  is  essential  that  the  teacher  find  real  life  problems,  selected  on  the  basis 
of  school  or  community  needs,  for  the  pupils  to  solve.  Very  little  class  or 
individual  instruction  should  be  given.  Interesting  discussions  should  be 
developed  with  the  various  groups. 


12 

Where  the  homemaking  equipment  such  as  is  suggested  in  this  monograph 
is  used,  the  project  method  of  teaching  is  easily  carried  out  since  the  girls 
are  organized  into  small  groups,  generally  four  or  five  in  a  group,  and  so 
can  work  out  their  plan.  The  groups  should  be  organized  by  having  the 
procedure  which  is  to  be  used  developed  through  discussions  with  the  teacher 
after  some  reading  and  study  of  the  subject. 

Since  nearly  all  the  girls  have  some  specific  home  duties,  it  is  possible 
to  work  these  out  as  home  projects.  The  teacher  can  supervise  this  work 
when  making  her  follow  up  visits  or  through  conferences  with  the  girls  at 
school.  Home  projects  must  meet  real  needs  and  should  be  built  up  around 
the  home  or  occupational  life  of  the  girl. 


13 

I     Unit  —  Food  for  her  family — 6  lessons 

Project — What  should  the  girl  know  about  the  selection,  preparation, 
marketing,  planning  and  serving  of  food  for  the  three  daily  meals  which  will 
enable  her  and  her  family  to  keep  well  and  be  properly  nourished  at  a  reason- 
able cost? 

Discussion  School  Project  Home  Work  which  can 

and  Practice  be  developed  into 

Home  Projects 


The   average   American   Breakfast  The     marketing,     plan- 
family      and      different  Lunch  ing  and  serving  of  meals 
members    composing    a   Dinner  Care     of     kitchen     and 
family,    their    age    and  Supper  utensils 
employment.  Have  each   Packing     a     lunch     for 

girl  list  the  number  of  work  or  school  or  picnic.  Planning  and  packing  of 

different   people   in   her  Afternoon     tea    or    re-  luncheon      for      father, 

family    and    the    wages  freshments  for  a  party  mother   or   some   other 

and  employment  of  each    or  entertainment  member  of  family 

Food  required  from  the  Thanksgiving    or    some  Planning    the    food    for 

nutrition    standpoint.       special   dinner  a    younger    brother    or 

(Show     food     nutrition  sister 

charts    and    have    girls  Visit  to  market  or  gro- 

weigh       and       measure  eery  store  Keeping     of     food     ac- 

themselves     and     keep  count 

their    own    charts)  Practice    in    marketing 

for  above  meals  if  pos-  Plan    and    serve    a    tea 

How   much   food   is   re-  sible  or    refreshments    for    a 

quired    for    the    family  party 
and   cost? 

Setting    of    table    with 

Where  to  buy  food  in  study  of  proper  cover- 
grocery,  market  and  ing  such  as  tablecloth 
other  places  and  runners.  Proper 

arrangement     of     china 

Cost   in   comparison   to  and  silver.        Study  of 

nutrition  serving  without  help 

Meals  planning  with 
reference  to  three  meals 
a  day  in  the  home  and 
outside 

Serving  and  table 
manners 

Care  of  food  in  the  home 


14 

II     Unit — Clothing  for  the  family — 6  lessons 

Project  —  What  should  the  girl  know  about  the  selection,  construction, 
remodeling,  care  and  repair,  cost  of  her  clothing,  and  that  of  her  family  in 
order  to  dress  more  wisely,  spend  and  choose  more  intelligently? 


Discussion 


School  Project 
and  Practice 


Home  Work  which  can 

be  developed  into 

Home  Projects 


What  are  the  clothing 
needs  of  each  girl? 

Her  wardrobe  such  as 
undergarments,  outer- 
garments  and  accesso- 
ries. 

Average  cost 

The  girl's  clothing  needs 
in  relation  to  needs  of 
other  members  of  the 
family 

Comparison  of  com- 
mercial appropriateness 
of  dresses 

Design,  color  and  appro- 
priatness  of  dress 


Care     and     repair 
family  clothing 


of 


Make  a  list  of  her  own 
needs  and  necessary  pur- 
chases to  be  made  to- 
gether with  the  things 
on  hand.  Show  the  re- 
lation of  this  to  the 
family  needs  .  • 

Renovate  or  remodel  a 
garment,  or  make  a  new 
garment 


Care  and  upkeep  of  own 
wardrobe,  or  that  of 
any  member  of  the 
family 

Family  mending 

Planning  and  buying  of 
clothes  for  a  younger 
member  of  the  family 
or  for  self 


Millinery    may    be    re-   Laundering   of   clothing 
modeled  or  a  simple  new 

hat  made  Care  and  upkeep  of  own 

wardrobe,     or    that    of 

Request  a  good  milliner  any     member     of     her 
to  give  a  talk  and  bring  family 
a   number   of   hats    for 
girls  to  see  and  try  on        Family  mending 

Child's   garment  Planning  and  buying  of 

clothes    for    a    younger 

Laundering  of  a  simple  member   of    the    family 
waist  and  stockings         or   for  self 


Removal  of  spots  and 
stains  from  clothing 
(girl's  or  family  gar- 
ments) 

Repair  of  clothing, 
mending  and  darning 
of  girl's  own  garments 
or  those  belonging  to 
other  members  of  the 
family 

Visit  to  department 
store,  if  possible  to  pur- 
chase something 


Laundering  of   clothing 

Plan  making  of  some 
clothes  for  a  younger 
member  of  the  family 
or  for  self 

Planning  and  making 
of  some  Christmas  gifts 


15 

III     Unit — Shelter  of  family — 6  lessons 

Project — What  should  the  girl  know  about  proper  living  quarters  in 
order  that  she  and  her  family  may  be  better  housed  from  sanitary  and 
aesthetic  aspects? 

Discussion  School  Project  Home  Work  which  can 

and  Practice  be  developed  into 

Home  Projects 


Selection  of  a  place  to  List  number  of  rooms  Redecorate  or  furnish 
live  as  room,  apartment  family  will  require,  girl's  own  room,  or  any 
or  house  Work  out  problem  of  room,  or  any  room  of 

owning     or     renting     a  the  house 
Its  location  in  relation   home 

to      employment      and  Plan  and  purchase  cur- 

money  of  girl  and  her  Talk  by  real  estate  man  tain  materials  for  var- 
family  ious  rooms. 

List  advantages  of  pre- 
Owning  or  renting  sent   location   of   home,   Plan       and       purchase 

or  other  locations  china,    linen,    silver,    or 

Needs     of     the "  family  glass  for  the  home, 

group  Analyze    neighborhoods 

according  to  sanitation,  Select  a  room  or  apart- 
Sanitation  of  house  noise   and    public   utili-  ment    for    a    house    in 

ties  such  as  streets,  sew-  which  the  girl  and  her 

Furnishing  of  each  room  ers,  water,  light  and  family  may  live.  (This 
to  make  home  more  protection  is  possible  if  the  girl 

beautiful  or  family  should  move). 

Have    a    plumber    talk 

Care  of  house,  clean-  on  simple  sanitation  Care  of  a  girl's  own 
ing,  ventilation,  heat-  topics  such  as  running  room  or  any  other  room 
ing  and  lighting  water,  sewerage,  sinks, 

toilets  and   baths;  sup-  Ventilation  of  house  and 

plement  with  a  talk  by  sleeping  quarters 

a  good  homemaker  who 

has  solved  these  dif- 
ficulties 

Plan  to  visit  stores  and 
see  furnishings;  if  pos- 
sible furnish  a  room  at 
school 


16 

IV     Unit — Health  of  family — 5  lessons 

Project — What  should  the  girl  know  about  the  general  rules  of  health, 
the  simple  principles  of  home  nursing  and  first  aid  in  order  to  keep*_ herself 
well  and  to  help  her  family? 

Have  a  Red  Cross  nurse  demonstrate  simple  treatments  for  diseases  and 
the  care  of  a  patient;  also  first  aid  remedies  and  something  on  care  of  babies 
and  children. 

Have  a  kindergarten  teacher  give  a  talk  and  demonstration  on  the  train- 
ing of  children. 


Discussion 


School  Project 
and  Practice 


Home  Work  which  can 

be  developed  into 
j  I  Home  Projects 

*** 


Importance  of  keeping 
well 

Factors  influencing 
health  such  as  food, 
clothing,  bathing,  care 
of  teeth,  hair  and  skin 

Community  health 

Simple  but  fundamental 
principals  of  home  nurs- 
ing and  first  aid 

Physical  care  and  train- 
ing of  children 


Show  food  charts  and 
charts  giving  food  re- 
quirements for  persons 
of  different  weights 

Show  proper  kind  of 
clothing  to  wear  in  order 
to  maintain  health 

List  all  public  agencies 
such  as  schools,  boards 
of  health,  street  clean- 
ing department,  fire  de- 
partment and  hospitals 
which  have  to  do  with 
the  health  and  protec- 
tion of  the  family. 


Have  girl  try  out  rules 
of  health  for  a  month 
and  see  results  on  self 


Plan  and  supervise  the 
diet  of  a  member  of 
family  who  is  ill 


First  aid  remedies 


17 

V     Unit — Budgeting  the  family  income — 5  lessons 

Project — What  should  the  girl  know  about  the  amount  of  money  necessary 
in  order  to  meet  her  various  needs  such  as  food,  clothing,  shelter,  carfare, 
recreation,  savings,  vacation  and  illness,  and  the  relation  of  her  needs  to 
those  of  her  family? 


Discussion 


School  Project 
and  Practice 


Home  Work  which  can 

be  developed  into 

Home  Projects 


Have  girls  discuss  pro- 
blems relating  to  expen- 
diture of  money  for  indi- 
vidual and  family  needs. 


Have  girls  list  things 
their  money  is  spent  for. 

Use  charts  to  show  divi- 
sion of  income. 

Take  definite  income  of 
working  girls  and  divide 
it;  do  the  same  with  the 
family  income. 

Have  a  talk  given  by  a 
banker  on  savings  ac- 
counts. Visit  a  bank. 


Keep  a  personal  account 
or  a  good  account  of  the 
family  or  the  whole 
budget. 


Develop      personal 
family   budget. 


or 


18 

VI     Unit — Time  and  recreation  of  her  family — 5  lessons 

Project — What  should  the  girl  know  about  planning  her  time  and  that  of 
her  family  in  order  that  they  may  all  have  profitable  recreation  along  the 
lines  of  education  and  pleasure? 


Discussion 


School  Project 
and  Practice 


Home  Work  which  can 

be  developed  into 

Home  Projects. 


Systematic  planning  of 
the  work  of  the  girl. 

Labor  saving  appliances. 

Wholesome  and  educa- 
tional recreation  in  a 
community  through 
reading,  visits  to  library, 
music,  concerts,  movies, 
parks,  beaches,  dancing 
and  dance-halls. 

Gymnasium  and  ath- 
letics. 


Show  a  chart  or  have 
girls  make  one  of  how 
24  hours  are  spent  both 
by  the  girl  and  her 
family. 

Show  how  each  member 
of  the  family  could  be 
helped  in  the  perfor- 
mance of  their  home 
duties  by  the  girl. 

Demonstrate  some  labor 
saving  appliance. 

List  the  wholesome  and 
educational  opportuni- 
ties for  recreation  in  the 
community. 

Plan  and  go  on  a  picnic, 
or  have  a  party,  or  visit 
a  library,  music  hall  or 
college. 


Plan  to  carry  out  a 
schedule  for  her  work 
for  a  week. 

Test  out  a  labor  saving 
appliance. 

Plan  and  carry  out  a 
recreation  program  for 
a  week  or  a  month. 

Plan  a  vacation  for  self 
and  the  family. 


19 

VII     Unit — Home  life  of  her  family — 5  lessons 

Project — What  should  the  girl  know  about  her  part  in  maintaining  home 
life,  that  is  hospitality,  mutual  helpfulness  and  co-operation  with  her  family, 
and  the  relation  of  her  home  to  the  community? 


Discussion 


School  Project 
and  Practice 


Home  Work  which  can 

be  developed  into 

Home  Projects 


Difference  between  a 
house  and  a  home. 

Proper  standards  and 
how  to  maintain  them. 

What  constitutes  an  en- 
joyable home? 

Arrangement  of  home 
duties  so  as  to  have 
time  and  place  for  read- 
ing and  for  entertain- 
ment of  the  family  and 
guests. 


Show  pictures  of  prim- 
itive homes  and  of 
homes  today. 

Show  the  difference  be- 
tween a  real  home  and 
and  simply  living 
or  boarding. 

Collect  good  books  and 
read  some  in  class. 

Play  some  choice  records 
on  the  victrola. 

Plan  some  entertain- 
ment for  the  home  either 
for  children  or  friends, 
such  as  a  tea  or  party. 


Plan  and  carry  out  some 
home  entertainment. 

Introduce  into  the  home 
some  new  books,  maga- 
zines or  music.  Have 
a  home  entertainment 
such  as  a  party,  dinner 
or  mother's  or  girl's 
club  meeting. 

Plan  some  recreation  for 
the  family  outside  of  the 
home  such  as  a  picnic,  a 
visit  to  a  library,  an  art 
gallery,  museum,  school 
or  college,  a  water  trip 
or  a  hike. 


20 

Housing  and  Equipment  for  Part-time  Classes  in  Homemaking. 

The  teaching  of  homemaking  in  a  practical  way  so  that  it  will  function 
in  the  life  of  the  girl  demands  that  the  place  in  which  the  instruction  is 
given  approach  as  nearly  as  possible  desirable  home  conditions.  A  house 
of  average  size  is  the  most  satisfactory  place  in  which  to  give  homemaking 
instruction.  Other  plans  which  have  been  followed  are  (1)  building  an  apart- 
ment in  the  school  (2)  partitioning  off  one  large  room  into  the  various 
rooms  of  the  house  by  setting  up  temporary  movable  partitions  (3)  arrang- 
ing the  furnishings  of  the  house  in  one  large  room  in  such  a  way  that  the 
various  rooms  are  simulated  but  using  no  partitions.  This  last  plan  is  a 
good  one  where  all  the  instruction  must  be  given  by  one  teacher. 

In  furnishing  any  of  the  above  places,  the  home  idea  should  be  kept  in 
mind.  The  simplest  home  furnishing  for  the  various  rooms  should  be  used. 
The  following  rooms  are  suggested  in  order  to  teach  the  work  successfully — 
kitchen,  clothing  room,  dining  room,  bed  room,  living  room.  In  the  begin- 
ning it  will  be  necessary  to  furnish  the  kitchen  and  the  clothing  room.  Other 
rooms  may  be  furnished  as  the  work  develops,  and  the  furnishing  of  these 
rooms  will  afford  an  excellent  opportunity  for  carrying  out  good  instruction 
in  homemaking. 

The  following  is  not  a  complete  equipment  list  but  is  a  very  suggestive 
one: 

1     Kitchen : 

1  cupboard,  2  kitchen  tables,  1  range  with  oven  (same  fuel  as  is  used  in 
the  community),  1  sink  with  drainboard,  hot  and  cold  running  water, 

1  laundry  tub,   1  refrigerator,   1  garbage  can,   1  broom  and  1  dust  pan. 
Family  size  kitchen  utensils  such  as  dishpans,  saucepans,  mixing  bowls, 
measuring  cup,  kettles,  double  boiler,  pie  pans,  flour  sifter,  egg  beater,  food 
chopper,   colander,   bread  pan,   can  opener,   salt  and  pepper  containers, 
knives,  forks,  spoons  and  jars  for  supplies,  towels,  dishcloths,  floor  cloths, 
dust  cloths,  dish  towels  and  floor  mops. 

2  Clothing  Room: 

Sewing  tables  3'  x  6'  and  30  "  to  31 "  high,  sewing  machines  (one  for  every 
four  or  five  girls),  chairs — height  14"  to  16",  mirror  for  fitting,  locker  case 
or  cupboard  for  storage  of  materials  and  unfinished  garments,  screen,  cut- 
ting tables  (32"  high  is  desirable),  ironing  boards. 

3  Dining  Room: 

Dining  room  table,  chairs,  1  small  serving  table,  simple  dinner  set,  silver 
(plated  knives,  forks  and  spoons),  linen  (may  be  table  cloth  and  napkins, 
or  simple  luncheon  set,  or  runners  made  by  class)  and  table  felt. 

The  dining  room  table  may  be  bought  at  second  hand  store  and  refinished- 
by  the  girls  as  a  home  furnishing  problem. 

4  Bath  Room: 

Ordinary  fixtures — tub,  bowl,  seat  and  towels. 

5  Bedroom : 

Bed  and  springs,  mattress,  sheets,  blankets,  spread,  pillows,  pillow  cases, 
dresser  or  table  and  mirror,  chair,  rugs,  curtains  and  cover  for  dresser. 


21 

6     Living  Room: 

(This  room  may  be  combined  with  the  clothing  room  if  no  other  is  avail- 
able.) One  large  rug  or  several  small  ones,  simple  chairs,  table,  pictures, 
curtains  and  possibly  a  writing  desk  and  book  cases.  Provision  must  bei 
made  for  hanging  of  coats  and  wraps  of  girls.  If  there  is  a  hall  in  the  house, 
this  may  be  utilized  for  such  a  purpose.  A  movable  blackboard  should  be 
provided.  It  is  recommended  that  the  maximum  number  of  girls  in  aj 
group  be  fifteen.  If  a  house  is  selected  as  the  place  in  which  to  give  the 
instruction  the  redecoration  of  walls  and  the  refinishing  of  floors  should  be 
left  to  the  class  as  a  problem  to  be  worked  out.  The  group  should  select 
the  floor  coverings,  curtains  and  other  furnishings.  Furniture  of  good 
design  may  be  bought  from  a  second  hand  store  and  refmished  by  the  class 
thereby  affording  a  practical  problem  and  lowering  costs.  If  one  room  a 
year  is  furnished  only  a  small  investment  needs  to  be  made  each  year  for 
equipment. 

The  old  type  laboratory  equipment  such  as  the  laboratory  table  and 
individual  stoves  arranged  in  hollow  square,  or  in  any  other  arrangement, 
is  not  recommended,  because  with  such  equipment  it  is  impossible  to  carry 
out  the  all  round  idea  of  homemaking.  However  in  communities  where 
a  very  large  number  of  girls  must  be  instructed  and  where  the  classes  are 
large  the  most  satisfactory  arrangement  for  the  homemaking  work  has  been 
found  to  be  a  plan  which  includes  the  following: 
a  the  flat  or  apartment 

b  a  room  for  clothing  work 

c  a  room    for  foods  work  with  group  arrangement  of  tables  and 
stoves  or  unit  kitchens 

d  a  general  room  for  instruction  in  personal  hygiene  and  academic 
subjects. 


22 

The  Homemaking  Instruction  as  a  Basis  for  Vocational  Guidance  Instruction 

One  of  the  chief  aims  of  part-time  or  continuation  school  work  for 
employed  boys  and  girls  is  vocational  guidance.  Properly  adjusted 
vocational  guidance  instruction  involves : 

a  information  relative  to  occupations 

b  some  participation  in  the  practical  work  of  the  occupation  for 
testing  purposes  and 

c  placement  of  the  individuals  in  occupations. 

In  the  list  of  the  principal  occupations  in  which  girls  and  women  were 
engaged  in  New  York  State  in  1920  and  1910  are  to  be  found  the  following: 

1920  1910 


1  Hairdressers,  manicurists  and  barbers 5,080  5,049  ] 

2  Dressmakers,  seamstresses  (not  in 

factories 37,849  68,082 

3  Housekeepers  and  stewards 23,799  20,648 

4  Laundresses,  not  in  laundries 20,574  32,465 

5  Midwives  and  nurses  (not  trained) 20,811  19,539 

6  Restaurant  keepers 1,606  1,066 

7  Semi-skilled  operatives,  knitting  mills 14,828  not  available 

8  Semi-skilled  operatives,  shirt,  collar  and 

cuff  factories . .  17,919  not  available 

9  Semi-skilled  operatives,  shoe  factories 8,734  5,460 

10  Semi-skilled  operatives,  suit,  cloak,  coat 

and  overall  factories 17,089  not  available 

11  Servants  and  waiters 151,456  198,970 

12  Trained  nurses 21,915  12,877 

The  homemaking  teacher  in  planning  her  work  can  include  as  a  part  of 
every  lesson  which  involves  practical  work  instruction  in  vocational  guid- 
ance information.  For  example  the  following  correlations  might  be  made 
in  connection  with  the  topics  suggested  in  the  first  homemaking  course 
outlined  in  this  book. 

Lesson  topic :  Vocational    guidance    as    to    the 

occupation  of : 

The  Hair  Hairdressing 

Clothing  Dressmaking;  laundry  work;  knit- 

ting; shirt,  collar  and  cuff  making; 
shoemaking;  suit,  cloak,  coat  and 
overall  making;  tailoring;  retail  sel- 
ling of  commercial  clothing. 

Food  Housekeeping   and   steward   work: 

restaurant  keeping;  serving  and 
waiting. 

Health  Nursing 

A  great  many  other  vocational  guidance  topics  could  be  tied  up  with  the 
homemaking  lesson  topics.  The  above  are  a  few  which  can  easily  be 
organized. 


23 

Time  Allotments  to  Subjects 

The  part-time  school  courses  are  for  the  most  part  organized  on  a  fourj 
six  or  eight  hour  per  week  basis.  While  it  is  common  practice  to  make  use 
of  unit  lesson  plans  for  instructional  purposes  and  consequently  to  dis-i 
regard  the  question  of  how  much  time  should  be  assigned  to  any  particular 
subject  still  it  is  necessary  to  follow  some  general  plan  of  distribution  of; 
time  to  be  devoted  to  the  various  subjects. 

In  most  places  where  homemaking  is  offered  as  a  separate  course  some 
such  guiding  principles  as  the  following  are  observed  as  to  the  distribution^ 
of  time  devoted  to  subjects: 

a  At  least  one-half  of  the  time  is  devoted  to  practical  work  in  the  home- 
making  subjects  such  as  food,  clothing,  home  decoration  and  household: 
sanitation  and  management. 

b  English  is  taught  as  a  part  of  the  course  and  usually  occupies  about : 
one-eighth  of  the  weekly  attendance  time. 

c     Social  science  subjects  such  as  American   history,   industrial   history, 
civics  and  economics  are  given  about  one-eighth  of  the  time. 
d     Hygiene  (and  physical  training)  is  given  about  one-eighth  of  the  time.] 
e     Correlated  mathematics  occupies  about  one-eighth  of  the  time. 

Vocational  guidance  which  properly  forms  a  part  of  the  instruction! 
given  each  week  is  introduced  in  the  following  ways : 

a     As  a  correlated  topic  in  connection  with  the  practical  homemaking  work. 
If  the  lesson  or  lessons  center  around  the  topic,  The  Nails — Care  and  Mani-! 
curing,  the  topic,  Manicuring  as  an  Occupation,  can  be  introduced  and 
taught. 

b     Sometimes  the  vocational  guidance  information  is  worked  out  in  thej 
classes  in  the  social  science  subjects. 
c     As  a  subject  for  written  or  oral  expression  work  in  English. 

The  following  brief  outline  will  indicate  a  number  of  such  topics  which 
can  be  so  used.  : 

Careers 

Food,  that  most  common  necessity  of  life,  is  the  basis  also  of  an  uncom- 
monly long  list  of  occupations  open  to  the  woman  trained  in  home  economics. 
Here  is  a  list  which  is  not  complete  because  something  new  is  being  added 
all  the  time. 

Business 

Restaurants — Manager,  $75 — $250  per  month. 
Cafeteria — Manager,  $1500 — $2500  per  year. 
Cafeteria — Assistant  Manager,  $900 — $2000  per  year. 
Lunch  Rooms — Stores,  factories,  schools. 
Tea  Rooms — Independent  ownership. 
Canning  and  preserving  home  products. 
Candy  and  cake  for  private  trade. 
Catering. 

Government 

Research  work  in  the  chemistry  of  foods. 

Extension  work,  $700 — $2500  and  traveling  expenses. 


24 

Inspection  of  factories,  $1200  and  upward. 
Food  inspecting. 

Institutional  Management 

Hostess  or  housemother  in  institutions  for  girls. 

Department  managers  in  hotels,  hospitals,  sanatoria  schools,    $50 — $150 
a  month  and  living. 

Literary  Work 

Articles  in  magazines. 
Newspaper  work — special  articles. 
Book  reviews 
Editorial  work. 

Religious  Work 

Missionary  work. 

Y.  M.  C.  A.  work. 

Manager  of  cafeteria,  $1200 — $1600. 

Visiting  housekeeper,  $1800— $2000. 

Scientific 

Research  laboratory  worker  in  commercial  establishments. 

Advertising 

For  factories  manufacturing  food  products. 
Demonstration  of  food  products. 

Social  Work 

Community  center  work. 

Family  social  work. 

Visiting  houskeeeper. 

Preventive  work  (through  dietetics)  in  social  work. 

Dietetics 

Hospitals,   clubs,   schools,   other  institutions,   $60— $200  per  month  and 
living. 

Education 

Teaching  home  economics  in  public  and  private  schools  and  in  religious  and 
charitable  institutions. 

Wherever  and  however  introduced  it  is  certain  that  no  period  of  attend- 
ance should  be  permitted  to  go  by  without  including  a  vocational  guidance 
topic,  particularly  with  the  younger  groups  of  part-time  children  who  are 
attempting  to  find  themselves  vocationally. 


25 

Industrial  Courses  for  Girls 

The  organization  of  part-time  industrial  courses  which  will  make  possible 
the  realization  of  the  objectives  set  up  for  such  courses  for  girls  involves 
four  steps: 

1  A  survey  of  the  organizations  or  establishments  in  which  the  girls  are 
employed,  together  with  the  making  of  an  organization  chart  which  will 
show  clearly  the  types  of  jobs  in  which  girls  of  continuation  school  age  are 
employed  and  the  lines  of  promotion. 

2  An  analysis  of  the  jobs  in  which  girls  and  women  are  employed. 

3  The  making  of  courses  of  study  which  will  cover,  and  in  proper  instruc- 
tional order,  the  facts  and  skills  which  are  to  be  taught. 

4  The  organization  of  unit  lessons  for  teaching  purposes,  which  teaching 
should  be  supplemented  by  the  use  of  unit  instruction  sheets. 


The  Survey 

In  the  making  of  a  survey  of  an  industry  the  following  plan  should  be 
followed : 

1  The  executive  officers  of  the  plant  to  be  surveyed  should  be  visited  and 
their  interest  and  co-operation  secured  in  the  work  of  part-time  education 
as  well  as  their  permission  to  make  studies  of  the  pay  roll  jobs  in  the  plants. 

2  Contact  should  be  established  with  the  subordinate  executives  and  the 
foremen  in  the  plants  and  all  the  general  data  needed  should  be  secured 
from  them. 

3  The  work  of  the  workers  in  each  pay  roll  job  should  be  studied  to  find 
out  (1)  just  what  they  do  (2)  just  what  they  need  to  know  to  do  their  job 
and  (3)  just  what  the  working  conditions  are  and  what  supplementary 
information  would  be  of  value  in  organizing  courses  of  study  for  them. 

The  survey  of  the  pottery  industry  made  by  the  Federal  Board  for  Voca- 
tional Education,  for  example,  shows  the  following: 

1  Potteries  visited 

2  Products  manufactured    ' 

3  Departments  studied 

4  Pay  roll  jobs 

One  of  the  departments  of  a  pottery  plant  studied  was  the  dipping  room. 
The  following  summary  shows  the  results  of  a  study  of  the  work  of  a  dip- 
per or  helper: 

1  Department — Dipping  Room 

2  Name  of  pay  roll  job — dipper  and  helper 
Qualifications  for  Employment 

a  Sex — Women  and  Men 

b  Skill — Considerable 

c  Educational  and  Mental 

Reading 

Writing 

Arithmetic 

Special  knowledge 

Special  skill 

General  intelligence 

Reliability 

Experience 


26 

d  Physical 

Light 

Active 

Strong 

Dextrous 

Good  eyesight 

Health 
e  Age  at  entrance — 20 

3  Work  jobs 

a  Bringing  in 
b  Dipping 
c  Setting  out 
d  Setting  stilts 
e  Placing  on  bars 
/  Marking  kiln 
g  Marking  rings 
h  Buffing 

4  What  the  worker  does: 

The  ware  is  brought  into  the  dipping  room  from  the  bisque  cleaning 
room  and  underglaze  decorating  shop.  Using  thumb  hoops  for  plates, 
diahes  or  saucers,  the  dipper  picks  up  a  dish,  dips  it  in  the  glaze  in  a 
tub  with  flaring  sides,  the  top  of  which  is  plenty  high  above  the  glaze, 
then  holds  it  just  above  the  surface  and  gives  it  one  or  two  particular 
twists  with  the  wrist  that  spreads  the  glaze  evenly  over  the  surface 
and  throws  off  the  excess  against  the  sides  of  the  tub. 

Cups  are  dipped  without  the  thumb  hoops  using  the  thumb  and  two 
fingers.  Cups  dipped  and  twisted  as  above  are  set  upside  down  on  a 
screen.  The  helper  picks  them  up  and  places  them  on  a  board. 

After  dipping,  the  ware  is  set  on  a  board  and  the  helper  sets  stilts 
between  plates  and  dishes.  The  helper  puts  filled  boards  on  drying 
racks.  Ware  must  be  dried  before  going  to  the  kiln. 

An  order  sheet  comes  in  with  each  order  for  ware  to  be  dipped. 
The  boss  dipper  marks  the  kiln  number  on  the  order  sheet  when  the 
ware  is  taken  out  of  his  room  to  the  kiln. 

Kilns  are  numbered  at  the  beginning  of  the  year  and  in  the  order 
in  which  they  are  fired. 

•  Certain  drying  bars  are  reserved  for  ware  to  go  to  the  kiln  in  different 
rings.  The  ware  for  each  ring  is  marked  by  a  certain  colored  tag  on 
the  boards. 

Cups  and  bowls  have  their  bottoms  buffed  on  a  wheel  after  dipping 
to  prevent  sticking  when  set  on  the  bottom  of  the  saucer. 

5  What  the  worker  must  know: 

He  must  know  that  browns,  blues  and  grays  are  fired  in  the  third 
ring,  green  in  the  second  ring  and  white  in  the  first  and  fourth  rings. 

He  should  know  every  design  and  size  of  ware  made.  He  must 
know  that  too  thick  glaze  will  run  down  and  crack  and  check  near  the 
center  of  the  plate  or  dish. 

What  should  be  taught  the  dipper  is  shown  from  the  following  outline 
or  course  of  study: 

1  Manipulation — To  dip  the  ware  in  glaze  and  to  mark  for  placing  in  the 
kiln  so  that  the  worker  can  spread  the  glaze  properly  on  any  kind  of  ware, 
and  to  determine  the  ring  in  which  it  is  to  be  fired. 

2  Auxiliary  information 
a  Trade  terms 

Material — Names  of  all   dipped  ware  made  in   the  plant,   glaze, 


27 

bisque  ware,  glazed,  decorated  ware.  Factory  names  for  different 
kinds  of  glazes  where  more  than  one  kind  of  glaze  is  used,  browns, 
blues,  grays,  greens,  black  and  other  colors  of  underglaze  decoration. 

Machinery,  tools,  equipment — Truck,  carrying  board,  thumb  hook, 
glaze  tub,  drying  bars,  screen,  stilt,  kiln,  buffing  wheel,  brushing 
machine. 

Operating — Top  and  bottom  of  kiln,  1,  2,  3,  4  inch  rings  in  kiln 
bisque  cleaning  room. 

Special — Order  sheet,  cracking,  checking,  short  of  glaze,  foot  marked. 
b  Stock. 

Recognition — Know  the  different  kinds  of  ware  in  the  factory. 

Working  properties — Must  know  proper  consistency  of  glaze  to 

prevent  checking  and  cracking  in  firing  and  yet  give  a  good  gloss. 

Regulate  consistency  of  glaze  either  by  weight  per  pint  or  by  hydrometer 

c  Care  of  tools  and  equipment — Keep  boards,  bars,  dipping  tubs,  pails, 

screens,  floors,  all  stocks,  and  materials  in  dipping  room  clean. 
d  Safety.  Keep  from  getting  any  dry  glaze  on  tubs  and  boards  so  as  to 
avoid  lead  poisoning  (occupational  danger).  Avoid  fumes  from  glaze 
in  warm  damp  room.  Hands  should  be  thoroughly  washed  and 
clothes  changed  when  through  work.  Oil  and  sawdust  on  floor  to 
keep  dust  down. 

3  Mathematics 

a  Count  up  to  100 

b  Know  numbers  up  to  the  maximum  number  of  kilns  fired  in  a  year. 

c  Count  ware  by  dozen  and  fraction  of  dozen. 

4  Science 

a  Substances  used  for  decorating  melt  at  different  temperatures. 

b  Colors  having  lower  melting  point,  such  as  blue  and  gray,  are  fired 
where  there  is  lower  temperature,  whereas  green  takes  a  little  more 
heat  and  white  ware  most  heat.  Effect  on  colors  of  light  and  heavy 
coats  of  glaze. 


28 

Job  Analysis  Cards 

A  number  of  plans  are  followed  in  the  work  of  making  job  analyses. 
A  simple  but    effective  one  which  has  been  worked  out  and  used  during 
the  past  year  is  here  reproduced.       It  is  made  up  in  the  form  of  five  cards, 
as  follows: 

Card  A  —  1       lists    points    for    a    job    inventory,    pay,  promotional 

possibilities,  etc. 

Card  A  —  2       lists  points  for  job  analysis 
Card  B  —  1       lists  auxiliary   information   necessary   for  a  complete 

understanding  of  the  job. 

Card  B  —  2       lists  technical  knowledge  actually  required  in  job  per- 
formance. 

Card  C  —  1       lists  the  relatable  possibilities  which  correlate  with  the 
pupil's  experience  on  the  job. 

Job  No 

GENERAL  INFORMATION  CONCERNING  JOB  OF 


1.  Job  Specifications  (Requirements) 

a.  Education  (Grade  Completed) 


b.  Physical  Requirements 

2.  Community  Importance  (Estimated)  A,  B,  C,  D,  E,  F  * 

3.  Employment,  Steady  or  Seasonal  (Check  One)  Wage  $.  .    Hrs.  .  . 

per  week  per  week 

4.  Working  Conditions: 

a.  Hygiene,  A,  B,  C,  D,  E  * 

b.  Moral,  A,  B,  C,  D,  E  * 

c.  Occupational  Dangers 


d.  Welfare  Work  Carried  on  by  Employer 


5.  Expectation: 

a.  Job,  Permanent . 

b.  Job,  Temporary 


c.  Promotional  Possibilities 

6.  Labor  Legislation  particularly  applicable  to  Job,  as;  prohibit- 
ive employment,  hours  of  labor,  operation  of  machines, 
physical  examination,  etc.  (See  bulletin,  New  York 
State  Labor  Law,  1920) 


*Remarks;  A— 90-100;  B— 80-90;  C— 70-80;  D— 60-70,  etc.;  Check 

one. 
(A-l) 

Card  number  one  lists  the  points  for  the  job  inventory  giving  pay,  pro- 
motional possibilities,  working  conditions  and  legal  limitations  affecting  the 
job. 


29 


1 


2 

d 


f 


pq 
O 


30 


« 


31 


o 


1 


O 


§ 


i 


PQ 
O 


«  £ 


S 

OH 

ga 

*s 

W  o 

rt  o 


ce: 
Q 


i 

CO 

8 


fc 

0 


I 

UJ 

§? 


ATICS 


o 

e 


32 


B 


<n 

a 


CO 
CO 

O 


Q 
d 


fa 

O 
tt 


UJ 


G 


§ 


RE 


o 


I 


CO 
CO 

3 

w 


a: 


33 

Methods  of  Teaching 

Instructional  material  should  be  organized  in  terms  of  unit  lessons.  The 
teaching  should  be  (a)  class  instruction  (b)  group  instruction  and  (c)  indivi- 
dual instruction,  and  unit  instruction  sheets  should  be  used  to  supplement 
the  work  of  the  teacher. 

Unit  Instruction  Sheets 

The  theory  and  practice  of  organizing  unit  instruction  sheets  is  contained 
in  a  separate  monograph  forming  a  part  of  this  series  for  continuation 
school  teachers.  (See  Unit  Instruction  Sheets  and  Individual  Instruction 
in  Vocational  Classes,  by  R.  H.  Rodgers  and  Oakley  Furney.) 

Division  of  Time 

The  time  of  attendance  of  pupils  registered  in  individual  courses  in  part- 
time  schools  is  customarily  divided  as  to  subjects  in  the  following  manner: 

1  practical  industrial  work  such  as  shop  work,  drawing  and  design 

at  least  one-half  of  the  time  of  weekly  attendance. 

2  related  mathematics  at  least  one-eighth  of  the  time. 

3  English  at  least  one-eighth  of  the  time. 

4  hygiene  and  safety  at  least  one-eighth  of  the  time. 

5  social  science  subjects  such  as  American  History,  industrial  history, 

civics  and  economics  st  least  one-eighth  of  the  time. 


Vocational  Guidance 

Effective  vocational  guidance  work  is  of  three  sorts  (1)  insrtuction  in 
terms  of  vocational  guidance  information  (2)  try-out  or  testing  work  of 
practical  character  in  school  shops  and  under  conditions  similar  to  those 
found  in  industrial  establishments  (3)  proper  placement  of  pupils  and  (4) 
consistent  follow  up  work. 

Instruction  in  terms  of  vocational  guidance  information  may  be  given 
in  a  number  of  ways  and  at  a  variety  of  times  as  follows : 

1  in  connection  with  the  practical  shop  work 

2  as  topics  for  written  and  oral  discussion  in  English  classes 

3  in  connection  with  the  instruction  in  the  social  sciences. 


Equipment  for  Industrial  Courses  for  Girls 

If  industrial  courses  are  set  up  in  part-time  schools  for  the  purpose  of 
accomplishing  the  objectives  determined  upon  for  such  courses  certain 
guiding  principals  should  be  observed  in  the  purchase  of  equipment.  The 
following  are  the  most  important: 

1  The  equipment  should  be  similar  to  that  found  in  industrial  es-- 

tablishments. 

2  It  should  be  installed  with  a  view  to  actual  production  work. 

3  Modern  safety  devices  should  be  purchased  for  every  machine. 

4  Only  general  purpose  machines  should  be  purchased,  that  is  speci- 

ality production  work  should  be  avoided. 


34 

A  number  of  short  equipment  lists  follow.  These  have  been  prepared 
with  the  advice  of  employers  of  girls  of  continuation  school  age  and  are 
considered  suitable  for  the  purposes  of  the  work 

Power  Machine  Operating  and  Garment  Making  Equipment 
(for  use  by   15  girls) 

Items                Names  of  Machines  Estimated  Cost 
15 — plain  stitching  machines 

Singer  No.  95—10 @  $45  each                  $675 

5— folder  machines @  $175  to  $250         $1250 

2 — union  special  sleeving  machines @  $210  each                $420 

2 — union  special  filling  machines @  $280  each                $560 

1— yoking  machine @  $200                          $200 

1 — button  hole  machine @  $300                         $300 

Tables  for  26  machines  and  5  H.  P. 

motor  and  transmission .  ,  $500 


Equipment  for  Textile  Work 

Knitting,  Spinning,  Weaving, 

Picking  and  Carding 
1 — 36 "  automatic  feeder  attached  to   1 — 40"  picker,  single  beater  with 

evener  motion 
1 — 40  revolving  flat  card 

1 — drawing  frame,  5  or  6  deliveries,  12"  cams  with  metallic  rolls 
1 — combination  slubber  and  intermediate,  11"  x  5J"  or  10"  x  5",  30 to 40 

spindles 
1 — spinning  frame,   combination  warp  and   filling  builder,   3"  guage,   6" 

bobbins,  60  to  80  spindles 
1 — spooler,  30  to  40  spindles  for  6  "  x  3  "  spools 
1 — warper,  about  4000  ends. 
1 — Universal  winder,   6  spindles,  different  winding  attachment  for  each 

spindle. 

2 — automatic  looms  (plain  and  fancy) 
1 — Payne  winder. 

2 — Scott  and  Williams  knitting  machines 
2 — Cooper  Springs  needle  rib  knitting  machines 
1 — Eastman  cutter 
6 — shears 

13 — power  sewing  machines  mounted  on  tables  (4  machines  to  each  table) 
as  follows: 

1 — Marrow  edging  machine 
3 — Wilcox  and  Gibs  seamers 
3 — Union  special  seamers 
1 — facing  machine 
1 — button  staying  machine 
1 — Marrow  shell  machine 
1 — Singer  tacking  machine 
1 — button  sewing  machine 
1 — button  hole  machine 
1 — Cutting  table 
24 — Operators  chairs 


35 

(The  above  equipment  was  particularly  planned  for  use  in  Utica,  N.  Y., 
and  is  adopted  to  the  demands  of  knitting,  spinning,  weaving,  picking  and 
carding  work). 


Equipment  for  Teaching  the  Shoe  Making  Trades 

1  For  lasting  room 

bed  last  machine 
pulling  over  machine 
upper  trimmer 

2  Bottoming  room 

inseaming  machine 
welt  beating  machine 
sole  layer  machine 
rough  rounder  machine 
Goodyear  stitcher 
leveling  machine 
seat  nailer 

3  Making  room 

heeling  machine 

breast  trimmer 

heel  trimmer 

edge  trimmer 

heel  scouring  machine 

edge  cutter 

4  Finishing  room 

bottom  sander 
naumkeaging  machine 
heel  burnisher 

5  Stock  fitting 

channelling  machine 
shank  reducing  machine 

(Planned  particularly  to  meet  the  needs  of  workers  in  the  shoe  trades 
in  Auburn,  N.  Y.) 


Courses  of  Study  in  Industrial  Work  for  Girls 

^  For  the  purpose  of  showing  the  richness  and  extent  of  industrial  occupa- 
tions which  are  open  to  girls  and  of  illustrating  what  may  be  taught  in  try- 
out  or  testing  courses,  preparatory  courses  and  extension  courses  three 
outline  courses  are  given  here: 

1  Power  machine  operating  and  garment  making. 

2  Textile  work — knitting,  spinning,  weaving,  picking  and  carding. 

3  The  shoe  making  trades. 

These  courses  are  based  on  a  study  and  analysis  of  the  trades. 


A  Course  of  Study  in 

Power  Machine  Operating  and  Garment  Making 
1     The  machine 


36 


a  control  of  the  machine — starting  and  stopping 
b  care  of  the  machine — oiling,  dusting,  cleaning 

c  adjusting  of  parts — threading  of  machine,  regulating  tension,  set- 
ting up  needle,  stitch  regulating,  care  of  bobbin 
d  knowledge  of  standard  machines 
e  adjustments  and  use  of  attachments 
Plain  operating  processes  (applied  to  simple  garments)  single  and  two 

needle  machines 

a  plain  sewing  (flat) — straight  edges,  one  straight  and  one  shaped. 
b  felled  seaming — by  hand,  through  hemmer 
c  length  of  cloth,  straight  hems  on  width  of  cloth,  shaped  hems  as  on 

bottom  of  skirts 

d  short  and  long  length  stitching 
Garment  making 

a  pocket  making — knowledge  of  parts,  putting  parts  together 
b  trimmings — collars,  cuffs,  pockets 
c  sleeve  making 
d  sleeve  setting 
Special  courses 

a  pocket  making — flat,  welt,  piped 
b  button  sewing  and  button  hole  making  (machine) 
c  hand  finishing — hand  button  holes  and  eyelets;  embroidering,  in- 
itial making 

d  shirt  making — pockets,  yoking,  front  plaiting  and  facing,  collars, 
and  cuffs,   ties,  bosom  making,   pocket  making,  sleeve  making, 
assembling  parts,  two  needle  seaming. 
e  shirt  waist  making 

/  skirt  making — seaming,  hemming,  facing,  flounce  making  and  setting 
g  house  dresses 


Outline  of  a  Course  of  Study  in  Textile  Work,  Knitting,  Spinning,  Weaving, 

Picking  and  Carding. 

Knitting 

1  Plain  knitting  one  and  one  cloth  for  cut  to  shape  garments  on  plain 
latch  needle  body  machine 

2  Latch  needle,  balbriggan,  plain,  web  knitting  for  plain  and  fancy  stripped 
in  light  weight  underwear 

3  Rib  cuff  and  border  knitting  on  circular  latch  needle,  rib  border  and 
cuff  machinery 

4 '   Spring  needle  circular  rib  knitting 

Spinning 

1  Slubbers,  first  and  second,  intermediate,  changing  and  fixing  frames, 
operations 

2  Spinning  frame  methods  of  preparing  yarn  for  twisting 

3  Size  of  rings  and  travelers  for  different  counts  of  yarn 

Weaving 
1     Plain  looms — construction  and  principal  movements  in  weaving 


37 

2  Shedding  methods  and  motions 

3  Timing  cams.      Varities  of  cams 

4  Picking  motions  and  methods.      Shuttles  and  boxes 

5  Protector  motions.       Reeds — let-off  and  take-up  motions 

6  Filling  stop  motions.     .  Temples,  various  makes 

7  Special  features  of  various  makes  of  looms 

8  Operation  and  fixing  of  looms 

Picking  and  Carding 

1  Cotton  yarn  machinery  and  sequence  of  processes 

2  Method  and  object  of  binding 

3  Pickers,  automatic  feeders,  construction  and  operations 

4  Carding — setting  arrangements,  speeds 

5  Clothing,  grinding,  setting  and  stripping  cards 

(The  above  outline  is  adapted  to  the  needs  of  the  knitting,  spinning, 
weaving,  picking  and  carding  workers  of  Utica.) 


A  Course  of  Study  in  the  Shoe  Trades 

1  Upper  leather  cutting 

Trimming  cutting 

Linings 

Outsides,  hand  and  machine 

Stock  sorting 

Skiving 

2  Upper  leather  fitting — (girls  only) . 

Lining  making  and  stamping 

Closing  and  staying 

Perforating,  cementing  and  pressing 

Back  stays,  tip  stitching,  fancy  stitching  and  binding 

Single  needle  work 

Facing 

Top  stitching,  closing  on,  turning  and  blocking 

Button  hole  operating,  finishing,  button  sewing  and  eyeletting 

Vamping 

Barring  and  toe  closing 

Table  work 

3  Sole  leather 

Channelling 

Making  inner  soles 

Sorting  soles  for  size,  weight  and  quality 

Demonstration  teaching 

a  rounding  and  cutting  soles 

b  cutting  inner  soles 

c  rolling  and  splitting 

d  pasting  and  trimming  tops  and  spring  heels 

e  turning   channels 

4  Lasting — demonstration  teaching  only  of 

a  welts — assembling,  hand  pulling  and  hand  lasting 
b  pulling  over  machine — use  of 
c  bed  machine — use  of 


38 

5     Making  and  finishing 
Welting 

Goodyear  stitching 
Scouring,  breasting  and  slugging 
To  be  taught  by  demonstration 
a  rounding 
b  bottom  filling,  welt  beating,  in  seam  trimming,  tack  pulling 

and  setting,  leveling,  heel  setting,  nail  and  fudge  wheeling 
c  edge  trimming  and  jointing 
d  edge  blocking  and  setting 
e  nailing 
/  shaving 

g  buffing  and  naumkeaging 
h  tolling  and  finishing  bottom  and  heels 

(The  above  was  organized  to  meet  the  needs  of  the  shoe  trades  of  the  City  j 
of  Auburn,  N.  Y.  and  for  boys  and  girls). 

Teaching  English,  Mathematics,  Science,  Hygiene  and  Social  Sciences 
to  Girls  in  Industrial  and  Homemaking  Courses. 

While  for  the  purpose  of  realizing  the  objectives  set  up  for  part-time 
school  work  the  various  courses  have  been  denominated  as  industrial, 
commercial,  homemaking  or  agricultural,  and  while  such  courses  are  con- 
ceived as  being  of  a  vocational  character  still  a  study  of  a  typical  school 
organization  will  reveal  at  once  that  the  usual  regular  school  subjects  are 
given,  that  is  that  English,  mathematics,  science,  hygiene  and  the  social 
sciences  such  as  American  history,  industrial  history,  civics  and  economics 
find  a  large  place  in  the  curriculum  of  these  schools.  However  the  materials 
and  methods  used  in  teaching  such  subjects  are  considerably  different  from 
these  employed  commonly  in  the  grammar  and  high  schools. 

It  is  clearly  recognized  by  part-time  school  teachers  that  "all  must  learn! 
to  read  and  to  write,  to  use  figures  wherever  necessary  in  the  ordinary 
affairs  of  life,  and  to  know  enough  about  history  to  appreciate  the  element 
of  growth  in  civilization,  enough  of  science  to  understand  that  it  means  a 
subsitution  of  real  knowledge  for  mere  "rule  of  thumb,"  enough  of  physiology 
and  hygiene  to  appreciate  the  existence  of  natures'  laws  governing  the  health 
of  the  individual  and  of  society  and  enough  technical  work  to  inspire  an 
interest  in  the  industrial  activities  by  which  the  majority  of  humanity  sup- 
ports itself.  It  is  hard  to  conceive  of  attainment  of  genuine  success  in 
life,  under  present  day  conditions,  that  is  not  built  upon  at  least  a  rudimen- 
tary working  knowledge  of  practically  all  of  these  "educational  elements. 
These  are  found  in  the  school  curriculum  today  as  a  result  of  the  working 
of  the  law  of  the  survival  of  the  fittest.  Because  they  are  essential  they 
have  persisted." 

New  methods  are  to  be  applied  to  the  teaching  of  these  subjects,  methods 
based  upon  a  sound  psychology  of  learning,  that  of  connecting  up  or  cor- 
relating that  which  is  to  be  taught  with  that  which  is  of  basic  interest  and 
greatest  value  to  this  group  of  employed  children,  the  vocational  training. 

"Learning  is  connecting,"  says  Thorndike,  "and  man  is  the  great  learner 
because  he  forms  so  many  connections.  There  are  millions  of  them.  They 
include  connections  with  subtle  abstract  elements  or  aspects  or  constitu- 
ents of  things  and  events,  as  well  as  with  the  concrete  things  and  events 
themselves." 


39 

''Learning  is  connecting,  and  teaching  is  the  arrangement  of  situations 
which  will  lead  to  desirable  bonds  and  make  them  satisfying.  A  volume 
could  well  be  written  showing  in  detail  just  what  bonds  certain  exercises 
in  arithmetic,  spelling,  German,  philosophy,  and  the  like,  certain  customs 
and  laws,  certain  moral  and  religious  teachings,  and  certain  occupations 
and  amusements,  tend  to  form  in  men  of  given  original  natures;  or  how 
certain  desired  bonds  could  economically  be  formed." 

The  method  of  teaching  the  general  subjects  in  the  part-time  school  willj 
be  that  of  maintaining  an  intimate  relation  between  (l)the  practical  indus- 
trial and  homemaking  work  and  (2)  those  other  intellectual  processes  which 
in  their  expressions  we  classify  and  denominate  as  English,  mathematics,: 
science,  social  science  and  hygiene.  For  example  the  mathematics  taught 
to  a  group  of  girls  in  a  class  in  print  transferring  in  the  pottery  industry 
will  include  the  following: 

1  counting  to  100 

2  counting  one  days  work  by  printers'  count 

3  centering  a  crest  in  a  circle  or  other  geometric  figure  (by  eye) 

4  transfering  location  marks  from  one  dish  to  a  bung 

5  dividing  a  circle  into  as  many  as  five  segments  by  eye 

The  science  which  should  be  taught  the  same  group  will  include  the! 
following  facts: 

1  water  penetrates  paper 

2  water  softens  paper 

3  water  dissolves  size 

4  pressure  improves  the  bonding  quality  of  size 

5  ink  (the  color)  resists  water 

The  English  will  include  oral  and  written  expression  based  upon  suck 
reading  as  the  chapter  on  The  Pottery  Industry  from  Elementary  Industrial 
Arts  by  L.  L.  Winslow,  or  The  Potter's  Song  from  Karamos  by  Henry 
Wadsworth  Longfellow. 

The  following  sections  contain  considerable  helpful  material  relative  t<l 
the  organization  and  teaching  of  these  general  subjects  in  the  part-time 
schools. 


Hygiene 

The  purpose  of  teaching  hygiene  in  the  part-time  school  is  to  increasJ 
the  occupational  efficiency  of  the  girl.  It  is  obvious  that  any  improvement 
in  the  physical  condition  of  a  young  worker  will  certainly  increase  her  effici- 
ency. Improper  diet  and  infringement  of  the  laws  of  physical  life  result 
in  reduced  energy  and  sickness.  Children  rarely  have  any  adequate  know- 
ledge of  the  effect  which  their  modes  of  life  have  upon  their  health  and 
strength.  Any  study  or  training  which  tends  to  improve  the  pupils'  health 
will  possess  real  vocational  value. 

In  the  organization  of  instructional  material  care  should  be  taken  to  es- 
tablish the  proper  contacts  with  the  types  of  work  or  the  vocations  which 
are  being  taught  or  in  which  the  children  are  engaged.  Some  of  the  topics 
which  should  be  included  in  a  course  of  study  are: 

1  occupational  dangers — dangers  of  catching  hands  in  knives,  danger 

from  dust,  danger  to  eyes  when  working  on  an  emery  wheel, 
danger  due  to  failure  to  use  guards,  etc. 

2  occupational  diseases 

3  food,  clothing,  rest,  recreation 


40 


a  food  according  to  occupation  and  why 

b  clothing  according  to  occupation 

c  avoidance  of  fatigue — ' 'Statistics  covering  accidents  in  the 
factories  of  Illinois  for  a  period  of  one  year  show  that  between 
the  hours  of  8  and  9  o'clock  in  the  morning  there  were  120 
accidents,  and  that  this  number  steadily  and  progressively 
increased  until,  during  the  hour  between  11  o'clock  and  noon 
257  accidents  were  recorded.  In  the  hour  following  the  noon 
rest,  or  between  one  and  two  o'clock,  there  were  111  accidents, 
the  number  again  increasing  hour  by  hour  until  between  four 
and  five  o'clock  the  maximum  of  260  accidents  was  reached." 

4  physical  condition  in  relation  to  the  choice  of  occupation 

5  state  laws  relative  to  safety  and  hygiene  in  factories 

6  hygiene  in  the  home 

7  community  hygiene 


Social  Science 


Such  subjects  as  American  history,  industrial  history  civics  and  economics 
should  be  taught  from  the  standpoint  of  social  science.  The  objective 
should  be  the  explanation  of  the  industrial,  economic  and  social  situations 
which  the  girl  finds  herself  in  and  some  clear  understanding  of  the  historical 
development  of  these  situations.  The  topics  which  might  well  be  con-] 
sidered  in  such  a  course  are  as  follows: 

1  The  modern  industrial  system 

a  relationship  of  an  employee  to  her  employer 

b  relationship  of  an  employee  to  fellow  workers 

c  the  modern  factory  and  its  advantages  in  a  scheme  of  production 

d  rewards  of  labor 

opportunity  to  work 

increased  earning  power 

leisure 

satisfaction 

e  development  of  modern  factory  system 
/  development  of  modern  system  of  free  labor 
g  necessity  of  management 

2  Some  necessary  economic  facts 

a  human  wants — individual,  community  and  industrial 

b  satisfaction  of  economic  wants 

c  wealth  and  poverty 

d  agencies  of  production — land,  labor,  capital,  management 

e  property 

/  the  economic  ideal 

3  Land 

a  private  ownership  of  land 

b  how  private  ownership  came  to  be 

4  Capital 

a  what  capital  is 
b  the  capitalist 
c  capital  and  labor 

5  Political  science — American 

a  consttutional  rights 

b  how  society  governs  itself 

c  branches  of  government 


41 


d  taxes  a  function  of  government 

e  Federal  customs 

/  development  of  political  institutions 


Mathematics 

In  the  teaching  of  mathematics  the  teacher  should  organize  instructional 
material  which  is  intimately  correlated  with  the  jobs  taught.  The  job 
analysis  should  reveal  just  what  mathematics  a  worker  needs  to  know  in 
order  to  perform  a  specific  job.  The  liner  and  gilder  in  the  decorating 
department  of  a  pottery  must  be  able  to : 

1  count  by  dozens  up  to  one  day's  job. 

2  count  by  dozens  using  printer's  count. 

3  measure  widths  of  lines  (by  eye)  to  l/34th  inch. 

4  measure  space  (by  eye)  to  l/64th  inch. 

5  test  widths  and  distances  with  a  rule. 

These  various  computations  should  be  taught  in  connection  with  the 
jobs  to  which  they  apply  or  in  the  performance  of  which  ability  to  do  is 
necessary. 

Text  books  can  not  be  used  except  for  drill  work  as  it  is  impossible  to  set 
up  in  any  but  a  specially  prepared  book  the  work  which  should  be  taught. 

Nearly  every  topic  presented  in  homemaking  affords  an  opportunity  for 
the  teacher  to  present  considerable  in  the  way  of  arithemetical  work. 

Another  good  field  is  that  of  account  keeping,  particularly  as  related  to 
the  expenditures  of  the  family  income.  It  will  be  possible  to  compute  the 
amount  which  any  family  having  a  given  income  should  spend  on  the  various 
items  of  the  budget.  "Each  item  of  the  budget  should  be  analyzed.  For 
example  in  dealing  with  the  expenditures  for  food  the  prices  can  be  verified, 
the  food  cost  for  a  week  found  and  the  cost  for  a  year  estimated.  Such 
work  is  good  arithmetic  and  good  elementary  economics  and  should  help 
to  convince  the  girls  that  arithmetic  is  something  which  is  really  useful 
in  daily  life." 


English 

English  is  generally  recognized  as  one  of  the  important  subjects.  The 
purposes  which  seem  possible  of  realization  and  particularly  appropriate 
for  part-time  pupils  in  the  teaching  of  this  subject  are: 

1  ability  to  interpret  the  printed  page. 

2  development  of  a  genuine  fondness  for  books. 

3  development  of  a  desire  to  read  as  a  means  of  recreation. 

4  development  of  the  idea  of  the  dependence  of  the  civilized  world 

on  books 

5  development  of  the  idea  that  ability  to  handle  books  will  contribute 

to  success. 

6  development  of  power  of  oral  and  written  expression. 

7  development  of  aesthetic  appreciation  for  literature. 

^  To  induce  reading  it  is  necessary  to  first  provide  those  books  which  the 
girls  want  and  which  they  can  read  easily  and  quickly  and  then  to  introduce 
the  works  they  should  have.  They  should  have  access  to  a  large  and  varied 
assortment  of  books  and  magazines  and  should  be  encouraged  to  devote 
time  to  outside  reading. 


42 


A  general  outline  of  English  work  for  part-time  classes  follows: 

1  Oral  English 

a  free  discussion,  in  all  classes 

b  talking  to  the  point — listing  points  and  organizing  material 

for  one  minute  talks 
c  corrective  drills  for  misprounciations 
d  vocabulary  building 
e  cultivation  of  variety  of  expression 
/  correcting  "and"  and  "then"  habits 
g  formulating  intelligent  questions 
h  oral  application  for  position 

2  Reading 

a  silent  for  content — how  to  study  and  to  interpret  orders;  use 
of  dictionary,  reference  works  and  newspapers. 

b  for  appreciation — exposing  to  library,  listening  to  teacher,  giv- 
ing fine  quotations. 

3  Grammar 

a  corrective    drills    for    misused    verbs,    pronouns,    adjectives, 

adverbs,  prepositions 
b  correction  of  vulgarisms 
c  punctuation  of  written  work 

d  spelling  trade  terms  and  student's  written  vocabulary 
e  little  work  in  grammar 

4  Written  English 

a  copying  or  writing  from  dictation,  note  book  material  in  all 

classes 

b  filling  out  forms 
c  business  letters 
d  friendly  letters 
e  written  reports 

description — tools,  processes,  etc. 

exposition — simple  directions,  etc. 

narration — reports  on  shop  work,  etc. 


43 

A  List  of  Helpful  Books,  Bulletins  and  Illustrative  Material  For  Teachers 

of  Homemaking  and  Industrial  Subjects  For 

Girls  In  Part-time  Schools 

Homemaking  Subjects 

Food 

Cooley  and  Spohr,  Household  Arts  for  Home  and  School,  Vol.  1  and  2, 

Macmillan  Co. 

Rose,  Feeding  the  Family,  Macmillan  Co. 
Gillet,  Dietetics  for  High  Schools,  Macmillan  Co. 
Photographs  of  meals  for  children — small  size,  unmounted  (18  cents  each), 

Department  of  Agriculture,  Washington,  D.  C. 
Washburn  Crosby  Co.,  Flour  Exhibit,  Minneapolis,  Minn. 
Meat  Charts,  Wilson  &  Co.,  Chicago,  111.;  Armour  &  Son,  Chicago,  111. 
Food  Charts,  Langworthy,  Division  of  Publication,  U.  S.  Department  of 

Agriculture,  Washington,  D.  C. 
Clothing 

McGowan  and  Waite,  Textiles  and  Clothing,  Macmillan. 

Woolman,  Clothing,  Choice,  Care  and  Cost,  Lippincott. 

From  Wool  to  Cotton,  American  Woolen  Co.,  Boston,  Mass. 

Baldt,  Clothing  for  Women,  Lippincott. 

Biglow,   Good   and   Appropriate   Dress   Charts,   Webb   Publishing  Co., 

St.  Paul,  Minn. 
Selection  and  Care  of  Clothing,  Farmers  Bulletin  No.  1089,  Department 

of  Agriculture,  Washington,  D.C. 
Clothing  for   the   Family,   Bulletin   No.   23,   Division   of   Publications, 

Department  of  Agriculture,  Washington,  D.  C. 
Home  Furnishings  and  Decoration 

Bevier,  The  House,  American  School  of  Home  Economics,  Chicago,  111. 
Daniels,  Furnishing  a  Modest  Home,  Atkinson,  Mentzer  Co.,  New  York 

City. 

Home  Furnishing,  Extension  Bulletin,  Iowa  State  College,  Ames,  la. 
The  Decorative  Use  of  Flowers,  Extension  Bulletin,  Cornell  University, 

Ithaca,  N.  Y. 

Educational  Pictures,  Catalogue,  Walter  Lillie,  Columbus,  Ohio. 
Weaving  New  Baskets,  Ladies  Home  Journal,  Philadelphia,  Pa. 
Pamphlet,  The  House  Beautiful,  Marshall  Field  Co.,  Chicago,  111. 
Photographs,  Furniture,  Metropolitan  Museum,  New  York  City,   (20c 

each,  unmounted). 
Sanitation — Child  Care — Hygiene — Home  Nursing 

American  Red  Cross  Text  Book  on  Elementary  Hygiene  and  Home  Care 

of  Sick,  Blackiston  &  Son,  Philadelphia,  Pa. 
Ritchie  and  Caldwell,  Human  Physiology,  Primer  of  Hygiene  and  Primer 

of  Sanitation,  World  Book  Co.,  Yonkers,  N.  Y. 
Care  of  Children  Series,  Children's  Bureau,  United  States  Department 

of  Labor,  Washington,  D.  C. 

Tolman,  Hygiene  for  the  Worker,  American  Book  Co. 
Stories  for  Young  Children,  also  Training  Little  Children,  United  States 

Bureau  of  Education,  Washington,  D.  C. 
Broadhurst,  Home  and  Community  Hygiene,  Lippincott. 


44 

Management — Budgets 

Taber,  Business  of  Household,  Lippincott 

Hints  on  Home  Laundrying;  Approved  Methods  of  Home  Laundrying; 
Soap  Exhibits,  Proctor  and  Gamble,  Cincinnati,  Ohio. 

Balderson,  Housewifery,  Lippincott 

Planning  the  Home  Kitchen,  Cornell  University,  Bulletin  No.  108. 

Home  Laundrying,  Farmers  Bulletin  No.  1099,  Department  of  Agricul- 
ture, Washington,  D.  C. 

Thrift  Lessons,  Department  of  Agriculture,  Washington,  D.  C. 

Abel,  Successful  Family  Life  on  Moderate  Income,  Lippincott. 


Related  Subjects 

Science — Civics — History 

Tarkington,  My  Country,  Ginn  and  Co. 

Carpenter,  How  the  World  is  Fed,  How  the  World  is  Housed,  How  the 

World  is  Clothed,  American  Book  Co. 
Leavitt  and  Brown,  Elementary  Social  Science,  Macmillan 
Trafton,  Science  of  Home  and  Community,  Macmillan 
Hughes,  Community  Civics,  Allyn  and  Bacon 
Weed,  Chemistry  in  Home,  American  Book  Co. 
Tufts,  The  Real  Business  of  Living,  Henry  Holt  and  Co. 
Zeigler  and  Jaquette,  Our  Community,  John  Winstown  Co.,   Philadelphia, 

Pa. 
Arithmetic 

Roray,  Industrial  Arithmetic  for  Girls,  Blakiston  and  Co.,  Philadelphia, 

Pa. 

Ball  and  West,  Household  Arithmetic,  Lippincott 
Gardener  and  Murtland,  Industrial  Arithmetic  for  Vocational  Schools, 

Heath  and  Co. 
Miscellaneous  Problems  for  Textile  Classes  in  Cotton  Mill  Arithmetic, 

Clemson  College,  Clemson,  S.  C. 
Design 

Izor — Costume    Design    and    Home    Planning,    Atkinson,  Mentzer  Co., 

New  York  City. 

Industrial  Art  Text  Book, — A.  A.  Barnes  Co.,  New  York  City. 
English 

Curwood,  The  River's  End. 

Alcott,  Little  Women,  Little,  Brown  and  Co.,  Boston,  Mass. 

Jackson,  Bits  of  Talk  About  Home  Matters,  Little,  Brown  and  Co. 

Wiggins,  Mother  Carey's  Chickens,  Hough  ton,  Mifflin  Co. 

Earle,  Home  Life  in  Colonial  Days,  Crosset  and  Dunlap. 

Stoddard,  Everyday  English  Writing,  Macmillan. 

Coman,  Industrial  History  of  United  States. 

Hawthorne,  The  Snow  Image,  also  The  Great  Stone  Face. 

VanDyke,  The  Keeper  of  the  Light,  Scribners. 

Dickens,  The  Christmas  Carol. 

Fischer,  The  Bent  Twig. 

Stevenson,  The  Child's  Garden  of  Verses. 

Stearn,  My  Mother  and  I,  also  Manners 


45 

General  Subjects 

Prevocational   Education   in   the   Public  Schools,   Leavitt  and   Brown, 

Houghton,  Mifflin  and  Co. 

Filene,  Careers  For  Women,  Little  Brown  and  Co. 
Adams,  Women  Professional  Workers,  Macmillan. 
Dickinson,  Vocational  Guidance  for  Girls,  Rand,  McNally  Co. 
Hutchinson,   Women's   Wages,   Longmans '  Green   Co.,   53    Fifth   Ave., 

New  York  City. 
Bibilography  on  Vocational  Guidance,  Bulletin  No.  66,  Federal  Board 

for  Vocational  Education,  Washington,  D.  C. 

Braddy,  Young  Folk's  Encyclopedia  of  Etiquette,  Doubleday  Page. 
The  Home  Project,  Its  Use  in  Home  Making  Education,  Federal  Board 

for  Vocational  Education,  Washington,  D.  C. 
Ray  and  Ferguson,  The  Day  Continuation  School  at  Work,    Longmans 

Green  Co. 


Industrial  Subjects 

United  States  Census,  Bureau  of  the  Census,  Department  of  Commerce, 

Washington,  D.  C. 
Trade  and  Industrial  Education  for  Girls  and  Women,  Bulletin  No.  58, 

Federal  Board  for  Vocational  Education,  Washington,  D.  C. 
The  Boot  and  Shoe  Industry  in  Massachusetts  as  a  Vocation  for  Women, 

Department  of  Labor,  Bureau  of  Labor  Statistics,  Washington,  D.  C. 
A  Survey  and  Analysis  of  the   Pottery   Industry,   Federal   Board   for 

Vocational  Education,  Washington,  D.  C. 
Artificial  Flower  Makers,  Mary  Van  Kleeck,  Russel  .Sage  Foundation 

Survey  Association. 
Dressmaking  as  a  Trade  for  Women,  Bulletin  No.  193,  U.  S.  Bureau  of 

Labor  Statistics,  Washington,  D.  C. 
Garment  Making  Industries,  Cleo  Murtland,  Chamber  of  Commerce, 

Cincinnati,  Ohio. 
Millinery  as  a  Trade  for  Women,  H.  Perry,  Longmans  Green  and  Co., 

New  York  City. 

Vocations,  for  Girls,  LaSalle  and  Wiley,  Houghton  MifHin  and  Co. 
Women   in   the   Bookbinding  Trade,   Mary  Van   Kleeck,   Russel   Sage 

Foundation. 

Elementary  Industrial  Arts,  L.  L.  Winslow,  Macmillan 
The  Instructor,  The  Man  and  The  Job,  C.  R.  Allen,  Lippincott. 
Prevocational   Education   in   the   Public  Schools,   Leavitt  and   Brown, 

Houghton,  Mifflin  and  Co. 
Industrial  Opportunities  and  Training  for  Women  and  Girls,  Bulletin 

No.  13  Women's  Bureau,  United  States  Department  of  Labor,  Wash- 
ington, D.  C. 

Frudlow,  The  Young  Wage  Earner,  Sedgwich  and  Jackson,  London,  Eng. 
Trade  Foundations,  Rodgers,  Guy  M.  Jones  Co.,  Indianapolis,  Ind. 


,1  S5  1933 


YC   18580 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


